Metacognitive Myopia: Bentuk Khusus Kebutaan Metakognitif dalam Konteks Perkuliahan Daring di Era Pandemi
Keywords:
Analisis Riil, Error Detection, Fungsi, Invertible, Metacognitive Myopia
Abstract
Penelitian ini bertujuan untuk mengeksplorasi metacognitive myopia pada setiap tahapan pemecahan masalah dalam konteks pembelajaran daring. Subjek penelitian adalah seorang mahasiswa program studi Pendidikan matematika. Instrumen penelitian terdiri dari soal pemecahan masalah Analisis Riil dan pedoman wawancara. Dalam penelitian ini, subjek diminta mengerjakan masalah matematika secara individu untuk selanjutnya diwawancarai secara daring untuk mengonfirmasi terjadinya metacognitive myopia. Hasil penelitian menunjukkan bahwa subjek mengalami metacognitive myopia yang ditandai dengan adanya red flag jenis error detection (ED) pada tahap implementasi pemecahan masalah. Fenomena ini dialami oleh mahasiswa yang gagal menyadari adanya kesalahan pada langkah tertentu yang tidak terkait secara langsung dengan pemecahan masalah, sementara pada langkah yang terkait secara langsung tidak ada masalah. Pada kasus ini, mahasiswa menerima informasi begitu saja terkait definisi suatu fungsi dan gagal membedakan apakah informasi tersebut valid atau tidak valid. Namun, subjek tidak mengalami kesalahan dalam menentukan suatu fungsi invertible atau tidak. Subjek memahami syarat suatu fungsi invertible yakni fungsi tersebut harus satu satu dan onto. Penelitian lebih lanjut dibutuhkan untuk memperdalam kajian terkait metacognitive myopia dengan melibatkan subjek lebih banyak.
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References
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Utami, R. E. (2017). Efektivitas Pembelajaran Kooperatif Tipe Group Investigation Terhadap Kemampuan Berpikir Kritis Mahasiswa Pada Mata Kuliah Analisis Riil. JIPMat, 2(1). https://doi.org/10.26877/JIPMAT.V2I1.1484
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/PR/7937
Bulut, A. S. (2021). An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students. Participatory Educational Research, 8(4), 84–102. https://doi.org/10.17275/PER.21.80.8.4
Cauchemez, S., Ferguson, N. M., Wachtel, C., Tegnell, A., Saour, G., Duncan, B., &
Nicoll, A. (2009). Closure of schools during an influenza pandemic. The Lancet Infectious Diseases, 9(8), 473–481. https://doi.org/10.1016/S1473-3099(09)70176-8 DSM-5. (n.d.). Retrieved August 10, 2021, from https://www.psychiatry.org/psychiatrists/practice/dsm
Dwi, S., Prima, S. R., Nur, F., Dikdik Baehaqi Arif, D., & Fuad, S. (n.d.). Learning analytics to predict student achievement in online learning during Covid-19 mitigation.
Eady, M., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies. In Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers. https://ro.uow.edu.au/asdpapers/403
Ergen, B., & Kanadli, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 69, 55–74. https://eric.ed.gov/?id=EJ1148778
Faradiba, S. S., & Alifiani, A. (2020). Metacognitive Blindness in Mathematics Problem-Solving. Journal of Education and Learning Mathematics Research (JELMaR), 1(2), 43–49. https://doi.org/10.37303/JELMAR.V1I2.27
Faradiba, S. S., Sa’dijah, C., Parta, N., & Rahardjo, S. (2019). LOOKING WITHOUT SEEING: THE ROLE OF METACOGNITIVE BLINDNESS OF STUDENT WITH HIGH MATH ANXIETY. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(2), 53–65. https://doi.org/10.5937/IJCRSEE1902053F
Fiedler, K. (2019). Metacognitive Myopia : Gullibility as a Major Obstacle in the Way of Rational Behavior. The Social Psychology of Gullibility, 123–139. https://doi.org/10.4324/9780429203787-7
Fiedler, K., Hofferbert, J., & Wöllert, F. (2018). Metacognitive Myopia in Hidden-Profile Tasks: The Failure to Control for Repetition Biases. Frontiers in Psychology, 0(JUN), 903. https://doi.org/10.3389/FPSYG.2018.00903
Goos, M., & Merrilyn. (2002). Understanding Metacognitive Failure. Journal of Mathematical Behavior, 21(3), 283–302. https://doi.org/10.1016/S0732-3123(02)00130-X
Gunawan, G., Suranti, N. M. Y., & Fathoroni, F. (2020). Variations of Models and Learning Platforms for Prospective Teachers During the COVID-19 Pandemic Period. Indonesian Journal of Teacher Education, 1(2), 61–70. https://journal.publication-center.com/index.php/ijte/article/view/95
Hung, M. L., & Chou, C. (2015). Students’ perceptions of instructors’ roles in blended and online learning environments: A comparative study. Computers and Education, 81, 315–325. https://doi.org/10.1016/J.COMPEDU.2014.10.022
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION. Infinity Journal, 9(2), 147–158. https://doi.org/10.22460/INFINITY.V9I2.P147-158
Lenz, K., Dreher, A., Holzäpfel, L., & Wittmann, G. (2020). Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions. British Journal of Educational Psychology, 90(3), 809–829. https://doi.org/10.1111/BJEP.12333
Montero Iii, N. A., & Elipane, L. E. (2021). The Impact of a Metacognitive
Intervention using I.M.P.R.O.V.E. Model on Grade 7 Students’ Metacognitive Awareness in Mathematics. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 3881–3894. https://doi.org/10.17762/TURCOMAT.V12I3.1677
Nakamura, Y., Yoshitomi, K., & Kawazoe, M. (2018). Distance Learning, E-Learning and Blended Learning in Mathematics Education. Distance Learning, E-Learning and Blended Learning in Mathematics Education, 133–148. http://link.springer.com/10.1007/978-3-319-90790-1
Panggabean, S., & Harahap, T. H. (2018). Pengaruh Media E-Learning Berbasis
Youtube Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Analisis Real Prodi Pendidikan Matematika FKIP UMSU. Prosiding SiManTap : Seminar Nasional Matematika Dan Terapan , 25–30. http://bulletin.indoms-acehsumut.org/index.php/simantap/article/view/144
Ridwan, T., & Umam, A. F. (2021). Pengaruh Media Pembelajaran Google Classroom Dalam Pembelajaran Terhadap Motivasi Belajar Mahasiswa. Cerdika: Jurnal Ilmiah Indonesia, 1(1), 37–46. https://doi.org/10.36418/CERDIKA.V1I1.3
Rittle-Johnson, B., cognition, M. S.-O. handbook of numerical, & 2015, undefined. (n.d.). Developing conceptual and procedural knowledge of mathematics. Uni-Trier.De. Retrieved November 15, 2021, from https://www.uni-trier.de/fileadmin/fb1/prof/PSY/PAE/Team/Schneider/RittleJohnsonSchneiderInPress.pdf
Sari, E. A., Hadiprasetyo, K., Wulandari, A. A., Sari, E. A., Hadiprasetyo, K.,
Wulandari, A. A., & Penulis, K. (2021). Learning difficulties of mathematic
students on real analysis courses with an online system. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 7(1), 1–11. https://doi.org/10.29407/JMEN.V7I1.14766
Setiawan, A. R. (2020). Scientific Literacy Worksheets for Distance Learning in the Topic of Coronavirus 2019 (COVID-19). https://doi.org/10.35542/OSF.IO/SWJMK
Son, J. W., & Senk, S. L. (2010). How reform curricula in the USA and Korea present multiplication and division of fractions. Undefined, 74(2), 117–142. https://doi.org/10.1007/S10649-010-9229-6
Tosepu, R., Gunawan, J., Effendy, D. S., Ahmad, L. O. A. I., Lestari, H., Bahar, H., & Asfian, P. (2020). Correlation between weather and Covid-19 pandemic in Jakarta, Indonesia. The Science of the Total Environment, 725. https://doi.org/10.1016/J.SCITOTENV.2020.138436
Utami, R. E. (2017). Efektivitas Pembelajaran Kooperatif Tipe Group Investigation Terhadap Kemampuan Berpikir Kritis Mahasiswa Pada Mata Kuliah Analisis Riil. JIPMat, 2(1). https://doi.org/10.26877/JIPMAT.V2I1.1484
Published
2022-01-18
How to Cite
Faradiba, S., Alifiani, A., & Hasana, S. (2022). Metacognitive Myopia: Bentuk Khusus Kebutaan Metakognitif dalam Konteks Perkuliahan Daring di Era Pandemi. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 375-385. https://doi.org/10.31004/cendekia.v6i1.1117
Section
Articles
Copyright (c) 2022 Surya Sari Faradiba, Alifiani Alifiani, Siti Nurul Hasana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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